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PYLUSD highlights preschool inclusion gains as part of 'Preschool to Profession' initiative
Summary
District special-education leaders presented early results from a co-teach preschool inclusion pilot and follow-up elementary outcomes showing higher readiness and improved reading and math results among cohorts that attended inclusive preschool. Administrators outlined plans to expand partnerships for vocational pathways.
At the June 3 meeting the district presented "Preschool to Profession," a special-education initiative that pairs inclusive preschool placements with coordinated supports across K–12 and postsecondary transition services.
Special-education administrators reported that after launching a co-taught inclusive preschool model (in partnership with TOPAZ Head Start) the share of preschoolers on IEPs recommended for general-education elementary placement rose to 85% and 84% for two successive cohorts. They said longitudinal follow-up showed cohorts educated in the co-taught preschool performed better on later reading and math diagnostics than prior cohorts who attended segregated special-education preschool settings.
"Before inclusion, only about 10–14% were recommended to general education upon exiting preschool," an administrator said. "After the inclusive model, 85% of students were recommended for general education," she added. District staff said the initiative had been sustained and that they planned to expand preschool inclusion sites, strengthen scheduling and co-teaching models at secondary levels, and present a memorandum of understanding to expand work-based learning in partnership with North Orange County Regional Occupational Program (NoCrop).
Board members praised the early results and asked for ongoing longitudinal tracking; one trustee said investments in early childhood yield long-term dividends and urged continued monitoring of outcomes.
